Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Scopeof training services refers to:
operational parameters, for example:
single training site
across a number of sites
across states/territories or national
international

operational status, for example:
recognised training and/or assessment services through registration in accordance with Australian Qualification Training Framework (AQTF) Standards for Registered Training Organisations (RTOs)
unrecognised/internal/organisational
in partnership arrangement

operational methods, for example:
using Training Packages
using accredited courses
using internal benchmarks and programs
using internal/external learning resources
product-based
Legal/organisational requirements may relate to:
requirements of AQTF relating to training services
specific state or territory registering body requirements
requirements of Training Packages
requirements of accredited courses
apprenticeships/traineeships requirements
Australian Qualifications Framework (AQF) requirements for the issuance of qualifications/ Statements of Attainment
requirements set by Commonwealth and state and territory legislation relating to occupational health and safety (OHS); anti-discrimination; workplace/industrial relations; workers' compensation
award and enterprise agreements and relevant industrial arrangements
confidentiality and privacy requirements
records and reporting requirements
requirements set by professional associations
requirements set by quality systems
licensing requirements
organisational requirements/policies/procedures
defined resource parameters
ethical standards
Trainers/facilitatorsrefers to:
teachers/trainers/facilitators in own organisation who operate on site
teachers/trainers/facilitators in own organisation operating in different site/s
teachers/trainers/facilitators from another organisation in partnership with own organisation
personnel of own/another organisation who provide vocational/subject matter expertise and who work with the trainers/facilitators
Material and physical requirementsmay include:
required Training Package/s for training services
documented learning strategies
documented learning programs
learning materials and learning resources
curriculum
organisational competency standards/benchmarks
IT equipment and associated software/hardware
materials and equipment relevant to the unit of competency/subject area being delivered
venues
Partnership arrangements are:
collaborative arrangements between a Registered Training Organisation (RTO) and other organisations including other RTOs which enable the partners to share for mutual benefit their resources, effort, time, costs, responsibility and expertise in the provision of training and/or assessment services. These arrangements are regulated by the AQTF Standards for Registered Training Organisations which requires a written agreement between the RTO and each organisation that provides training and/or assessment services on behalf of the RTO.
Written agreementsfor partnership arrangements may include:
description of the collaborating training and/or assessment organisation/s
objectives and scope of service
the nature of the collaboration including quality assurance, record keeping and maintenance; and issuance of qualifications/Statements of Attainment/ organisational internal awards
terms of the agreement, such as the duration of the agreement, financial arrangements
organisation and management of the agreement in terms of allocating of various activities and roles and responsibilities of each organisation in the partnership
a description of equipment, learning materials and facilities contributed by collaborating partners
an outline of communication strategies
a description of who retains the rights to any intellectual property produced
an outline of how and what activities will be promoted
strategies for regular review of objectives of the collaboration, operational processes and any issues
Training schedulerelates to:
training services schedule or timetable in a single area of training service or across multiple areas defined by registered scope or organisational scope and may include:
annual/biannual/monthly calendar of training qualifications/courses/learning programs/ events
dates/timetable for specific units/subjects/ modules within qualifications/courses/ learning programs
names/details of training staff to be used
details of material/physical requirements
confirmation of venues/sites
Relevant personsmay include:
chief executive officer / human resource manager
training managers
training coordinators
trainers/facilitators
Quality requirementsrefers to:
AQTF standards of competency for trainers/facilitators
organisational standards/qualifications for trainers/facilitators
Communicationmay include:
regular guidance, support and direction to trainers/facilitators
regular meetings to discuss aspects of training services
Leadership skills may include:
techniques for initiating action and directing decision making
strategies for presenting a confident, assured and unhesitant manner in response to challenging situations
strategies for responding to unreasonable expectations
maintaining ethical practice and beliefs
modelling expected behaviour and personal presentation standards
time management
strategies for acknowledging and respecting the attitudes and beliefs of others
techniques for promoting active and genuine participation
Coaching and mentoring assistance includes:
identifying any gaps in training/facilitation skills/competency
explaining legal/organisational/policy requirements
clarifying training/facilitation issues
providing encouragement and direction
providing feedback/advice/guidance
promoting safety in training/facilitation
solving problems
Issues/irregularities may include:
competency gaps of trainers/facilitators
difficulties trainers/facilitators have in developing effective group delivery plans/learning activities
difficulties trainers/facilitators have in developing effective work-based learning pathways
difficulties trainers/facilitators may have in managing professional relationships with each other or individual learners
difficulties trainers/facilitators have in being able to address individual learner needs
difficulties trainers/facilitators have in managing learners/learner interactions
technical difficulties especially in an e-learning environment
other trainer performance issues
Contingencies in the training schedule may include:
issues in meeting learning strategy requirements
issues in meeting learning program requirements
issues/gaps in material/physical resource requirements
delivery issues with personnel, e.g. absenteeism
venue difficulties
inadequate provision of records/reports by trainers/facilitators
meeting contractual obligations

Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of Assessment
To demonstrate competency against this unit candidates must be able to provide evidence that they have taken responsibility for the operational parameters for training provision in a specified vocational area/field of training services; provided leadership, direction and support to other trainers/facilitators; and have effectively monitored training services in a training and assessment organisation.
Evidence Requirements
Required knowledge includes:
relevant legal/organisational requirements for the scope of training services
organisational policies and procedures relating to the scope of training services
organisation's quality management systems and processes
content of relevant Training Packages, competency standards or other organisational benchmarks for training services
content of relevant documented learning strategies to guide and support the provision of training services
content of relevant documented learning programs and/or work-based learning pathways to guide and support the provision of training services, where relevant
how to develop delivery plans, learning activities
delivery and facilitation methods and practices
conflict resolution techniques
coaching and mentoring techniques
evaluation techniques
OHS relating to the provision of training services, including:
OHS obligations of the training and assessment organisation, the trainer/facilitator and learner
legislative requirements for information and consultation relevant to safety
elements of an OHS management system as it applies to a training and assessment organisation
nature of OHS risks that should be addressed by a training and assessment organisation
Required skills and attributes include:
language and literacy skills to:
communicate in spoken and written forms with a range of trainers/facilitators and clients in a training context
interpret legal/organisational requirements, policies and procedures
prepare relevant documentation
establish and maintain professional working relationships with colleagues/staff and clients

planning and organisational skills to:
develop training schedules
organise trainers/facilitators
organise material/physical requirements
coaching and mentoring techniques, including how to:
provide encouragement, feedback, advice and guidance
deal with issues/problems
promote safety

analysis and interpretation skills to:
evaluate delivery and facilitation practices
access and interpret organisation's standards and values
determine service provision requirements

observation skills to:
assess the effectiveness of the organisation's provision of training services
distinguish different types of problems, e.g. technical, people and theoretical

problem solving skills to:
combine different modes of thinking such as creative and analytic for practical problem solving
anticipate future implications for own and others' decisions
reliably evaluate alternative solutions
manage continuous improvement processes

leadership skills to:
set direction for others
influence and motivate others
guide and support others
manage conflict
make informed decisions and recommendations

skills to accurately calculate material and physical operational requirements
skills to manage diversity policies and procedures
skills to develop and initiate support systems for trainers/facilitators
Products that could be used as evidence include:
documented operational guidelines
documented training schedules
examples of leadership, support and guidance provided to trainers/facilitators
written partnership agreement/s (where relevant)
analysis of partnership arrangement outcomes (if relevant)
documented actions that address evaluations of training services
Processes that could be used as evidence include:
how information and feedback was analysed to address contingencies and irregularities/issues
how partnership arrangements were discussed and agreed upon
how trainer/facilitator support and guidance needs were identified and met
in the case where coordination and management is across two or more sites, how the consistency of delivery and service was ensured
Resource implications for assessment include:
access to legal/organisational documentation
access to operating/simulated training environment
access to trainers/facilitators and assessors
access to clients
The collection of quality evidence requires that:
assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills
a range of appropriate assessment methods/evidence gathering techniques is used to determine competency
evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided
the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice
assessment meets the rules of evidence
a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
Specific evidence requirements must include:
demonstrated performance in coordinating training services in one or more areas of service delivery and which encompasses:
establishing operational parameters and requirements
developing training schedules
providing leadership, support and guidance to trainers/facilitators
reporting on operational arrangements for training services, including advice on future directions
Integrated assessment means that:
this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
TAAASS501B Lead and coordinate assessment systems and services
TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/ traineeships
TAACMQ503B Lead and conduct training and/or assessment evaluations
TAACMQ505B Lead a team to foster innovation
BSBFLM513A Manage budgets and financial plans within work team
BSBFLM514A Manage people
BSBRKG502B Manage and monitor business or records systems
BSBHRM506A Manage recruitment, selection and induction processes
BSBMGT503A Prepare budgets and financial plans
BSBWOR502B Ensure team effectiveness.